Zero No Ability on Letter Sounds of Kindergarten Pupils through Project PARRO (Planning, Assessing, Remediation, Repetition, Output) Intervention

Abstract

INTRODUCTION

Kindergarten is the basic stage of a child’s education in school; therefore, the teacher has a significant role in developing the children’s the ability to read. Thus, the researcher firmly believes that no child is a non-reader; if he/she can sound letters then he/she can unlock literacy when it comes to reading. Slow learners in the classroom without improvement or with no ability on letter sound specifically within the first semester are alarming and they require an effective intervention. Project PARRO Intervention was implemented and it was found out in this research that identified pupils can now sound letters correctly.

METHODS

This action research used the descriptive method. Data collection was based on the pupil's pre-assessment. Project PARRO Intervention was conducted on five (5) identified pupils with no ability on letter sound. Their participation and attendance were monitored regularly. Their performance on the post-assessment was used as the basis for the analysis of the result. The researcher counted the number of pupils then classified them into pupils with ability on letter sound wherein 5 out of 36 pupils have no ability on letter sound. Those 5 pupils with no ability on letter sound were chosen as participants despite their knowledge on letter names.

RESULTS

The study revealed that letter sound should be taught one at a time. As soon as the learner acquires one letter sound, introduce a new one. The researcher found out that accommodating learner's prior-knowledge, interest and hearing will effectively help model the letter sound. After the conduct of the intervention, those 5 out of 36 Kindergarten pupils with no ability on letter sounds can do the task. During the Post-Assessment, 100 percent of Kindergarten pupils can now sound letters correctly.

DISCUSSIONS

Project PARRO Intervention is designed to improve the ability of identified kindergarten pupils on Letter Sound. This is an intervention that drastically provided technical assistance to kindergarten pupils from varied activities such as: planning -set time frame on when the intervention will start and when will it end. After the class, identified kindergarten pupils were encouraged to stay in the classroom for 20-30 minutes. Assessing -assesses whether the pupils are participating or not. The researcher is sensitive to pupils' interests so they are enjoying while learning. The researcher also provided technical assistance following the mechanism to ensure the improvement of the ability on letter sounds of the identified kindergarten pupils.